Compartida por: Denise Salazar
2 votos
| 7780 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 31a |
| Tema | Comprender y expresar diferencias y semejanzas entre algunos aspectos culturales, tanto de México como de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer obras de teatro para comparar actitudes y conductas asumidas por personas en países en los que se habla lengua inglesa y en México | Duración | 1 hora | ||||||
| Aprendizaje esperado | Formula y responde preguntas sobre actitudes y conductas de los personajes | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Visit the Web site suggested in the “Recursos” section and have the article “Theater” ready to show it to students. 2. Write the word Theater on the board and ask students to tell you everything they know about it. Ask students if they have ever seen a play and ask them what it was about. |
Theater
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526 | |||||
| Desarrollo | 00:45 | 3. Show students the article “Theater” on the board, using the projector so every student can read it. 4. Have volunteers read paragraphs of the article and have the rest of the class take notes. |
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526 | |||||
| Cierre | 00:10 | 5. Once students finish reading the information, ask them to get in pairs to compare their notes. |
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526 | |||||
| Evaluación | Assess students' oral expression and listening skills levels: • Students are able to recognize some characteristics of theater. • Students are able to recognize and describe different characteristics of theatre, drama and plays. • Students have enough vocabulary that allows them to build complete and meaningful sentences to write main ideas about theater and its characteristics. | ||||||||
Compartida por: Denise Salazar
1 voto
| 7781 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 31b |
| Tema | Comprender y expresar diferencias y semejanzas entre algunos aspectos culturales, tanto de México como de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer obras de teatro para comparar actitudes y conductas asumidas por personas en países en los que se habla lengua inglesa y en México | Duración | 1 hora | ||||||
| Aprendizaje esperado | Formula y responde preguntas sobre actitudes y conductas de los personajes | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the presentation “Elements of Drama” suggested in the “Recursos” section open and ready to show it to students. 2. Ask students if they know what does “Drama” mean and tell them that it is a story presented onstage for a live audience. |
Elements of drama
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526 | |||||
| Desarrollo | 00:25 | 3. Show students the presentation on the board using the projector so everyone can see it. 4. Go over the slides and have volunteers read the contents aloud. 5. Have students take notes of the most important information in their notebooks and save it for their project. 6. Clarify any doubts when necessary and ask students to copy the questions in the “quick check” slides to answer them in their notebooks. |
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526 | |||||
| Cierre | 00:30 | 7. Ask students to get in pairs and share their answers with their partners to complement and correct their information. |
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526 | |||||
| Evaluación | Assess students' level in oral and writing expression: • Students are able to understand basic concepts of drama and the dramatic structure. • Students are able to answer simple questions about concepts related to elements of drama, theater, plays and characters. • Students are able to work in a collaborative way using English to complement information to use in a project. | ||||||||
Compartida por: Denise Salazar
1 voto
| 7782 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 31c |
| Tema | Comprender y expresar diferencias y semejanzas entre algunos aspectos culturales, tanto de México como de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer obras de teatro para comparar actitudes y conductas asumidas por personas en países en los que se habla lengua inglesa y en México | Duración | 1 hora | ||||||
| Aprendizaje esperado | Vincula el lenguaje no verbal con el sentido de los diálogos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “Describing body language” article suggested in the “Recursos” section ready to show it to students. 2. Remind students about different ways of communication and talk about non-verbal communication such as facial expressions, gestures and movement. Ask students if they think these elements are important for actors and discuss their answers. |
Describing body language
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526 | |||||
| Desarrollo | 00:35 | 3. Show students the article on the board using the projector for everyone to see it. 4. Have some students read different paragraphs of the article and clarify any doubts as they read it if necessary. 5. Write down the new vocabulary words on the board and have students copy them in their notebooks. 6. As students read the article, have them take notes of the most important information. 7. Go over all the pages and then, review students’ general understanding of the topic by having them answer the test included in the page as a group. |
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526 | |||||
| Cierre | 00:20 | 8. Click on the test section and have students copy the questions in their notebooks and the answer they think is the correct one. 9. Once they finish, have some volunteers read their answers aloud, mark each one of them and review them by clicking the “Check score” button at the end of the page. Allow students to correct their answers. |
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526 | |||||
| Evaluación | Assess students' level in oral and writing expression: • Students are able to understand, recognize and explain different aspects of drama and theater. • Students are able to answer questions about body language and the advantages of using it when interpreting a drama or play. • Students have enough vocabulary that allows them to build complete and meaningful sentences and take notes about the uses, advantages and aspects of drama and theater. | ||||||||
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